English US An analysis of Dr.
Received Nov 10; Accepted Jan 8. This article has been cited by other articles in PMC. Abstract Background Early childhood development is a multifaceted construct encompassing physical, social, emotional and intellectual competencies. The Early Development Instrument EDI is a population-level measure of five domains of early childhood development on which extensive psychometric testing has been conducted using traditional methods.
This study builds on previous psychometric analysis by providing the first large-scale Rasch analysis of the EDI. The aim of the study was to perform a definitive analysis of the psychometric properties of the EDI domains within the Rasch paradigm. Methods Data from a large EDI study conducted in a major Irish urban centre were used for the analysis.
The unidimensional Rasch model was used to examine whether the EDI scales met the measurement requirement of invariance, allowing responses to be summated across items. Differential item functioning for gender was also analysed. Results Data were available for children.
All scales apart from the Physical Health and Well-Being scale reliably discriminated between children of different levels of ability.
However, all the scales also had some misfitting items and problems with measuring higher levels of ability. Differential item functioning for gender was particularly evident in the emotional maturity scale with almost one-third of items 9 out of 30 on this scale biased in favour of girls.
Conclusion The study points to a number of areas where the EDI could be improved. Background Early childhood development is a key indicator of future health and well-being [ 1 ].
It is a multifaceted construct encompassing physical, social, emotional and intellectual competencies. In the early years, child development is synonymous with child health, which can be defined as the extent to which children realise their full developmental potential [ 2 ].
From a population health perspective early childhood development is both an indicator of child health outcomes and a predictor of future health problems [ 3 ]. When compared to adult health it is also very susceptible to environmental influences.
It is a dynamic process which changes rapidly over time, particularly between gestation and six years of age. As a result, measurement of early childhood development has to be age-specific and multi-dimensional [ 4 ]. The majority of measures of early childhood development have been designed by psychologists or educationalists and are clinically-based diagnostic tools, with the intention of determining whether an individual child has a disability or underlying condition [ 5 ].
A potentially greater burden of risk lies with the substantially larger number of children with less pronounced developmental delay [ 6 ]. In this context, a population-level approach which can measure the developmental health of children across the spectrum is required.
The Early Development Instrument EDI is a population-level measure designed at the Offord Centre for Child Studies, McMaster University, Hamilton, Ontario to measure the extent to which children have attained the physical, social, emotional and cognitive maturity necessary to engage in school activities [ 7 ].
The EDI is a community or population level measure, not an individual screening or diagnostic tool. The EDI follows a population model for health improvement: It can be retrospective, focusing on early childhood development outcomes; or predictive, informing school and child-health programmes [ 7 ].Another influential factor in a child's development is the quality of their care.
A common concern in child development is developmental delay involving a delay in an age-specific ability for important developmental milestones. Prevention of and early intervention in developmental delay are significant topics in the study of child. for young children, particularly at-risk children, is a key factor in educational attainment and social skill development.
In recent educational research, structural and process supports have. One of the largest impacts of behavior analysis of child development is its role in the field of education. In , Siegfried Englemann used operant conditioning techniques in a combination with rule learning to produce the direct instruction curriculum.
Gifted Child Quarterly (GCQ) publishes manuscripts that offer new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society.
A factor analysis identified six specific types of thinking: two convergent, two divergent, one cognitive, and one maturational. For 4- to 5-year-olds, sex differences were relatively insignificant.
Age differences were significantly related to the convergent, cognitive, and maturational abilities, but not to the divergent type.
Creativity Development in Early Childhood: The Role of Educators. 9 Pages. Creativity Development in Early Childhood: The Role of Educators Creativity Development in Early Childhood: The Role of Educators the first three types of play hold the most potent learning potentials for young children’s creative development as well as the.